Leadership (Directing)

Ed 509 Essentials of Educational Management

LEADERSHIP

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Rey Jun C. Dieron

Jona P. Lacsi

Marni Hamili B. Dieron

Definitions:LEADERSHIP

An activity of influencing people to band together for common purpose and endeavour by the inspiration and guidance of a leader determined to achieve that purpose.

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A process of interaction by which human desire and purpose are being advanced to attain the common good.2

Some form of excellence, barrels of achievement, and busloads of accomplishment3

The best possible means to measure the distance between the dust and the stars.4

Definitions:LEADERSHIP

The relationship between an individual and a group built around some common interest and behaving in a manner directed or determined by him

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The ability and readiness to inspire, guide, direct or manage others;7

The role of interpreter of the interests and objectives of a group, the group recognizing and accepting the interpreter as spokesman.

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The Leader

any person who can influence people to cooperate to pursue a common purpose✓ 1

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functions as a powerhouse who is a king of generator which propels people to action

an individual who acts in a group which has common interests, purposes, or goals and influences the efforts of the group toward the achievement of their goals

Leadership Role:

• the role in which an individual exercises influence among other individuals toward the achievement of goals

Leadership role may be played in either of the following:

• Informal or• Formal

Informal Leadership

For instance, a teacher gets a group to have lunch together to discuss an educational problem.

In this situation, the teacher’s leadership is simply accepted.

Formal Leadership

For example, in the case of a bureau

director, a regional director, a superintendent, a school principal, or a teacher, the particular role of each has been formally assigned.

Such a role may be called assigned leadership.

• Informal accepted (ex. The teacher who formed a lunch group)

• Informal assigned (ex. chairman of the lunch group)

• Formal accepted (ex. The leader of a formal school study group)

• Formal assigned (ex. The superintendent assigned to that position)

Four types of Leadership:

Three forms of tasks in achievement of goals:

bringing a group into existence or purposing leadership

Integrative

task of keeping the group together

Maintaining

task of helping the group select and use means to achieve its goals

Instrumental

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Type of Leadership Behavior Examples1. Informal-accepted integrative Someone takes initiative in developing an informal group among

personnel

2. Informal-accepted maintaining Someone resolves differences among members in the group

3. Informal-accepted instrumental Someone proposes activities for the group

4. Informal-assigned integrative The chairman of an informal group seeks to reconstitute a group that has broken up.

5. Informal-assigned maintaining A chairman resolves differences within the group

6. Informal-assigned instrumental A chairman sets time by which a task is to be completed

7. Formal-accepted integrative A person possessing a formal status brings about a group situation

8. Formal-accepted maintaining The efforts of a member of a formal group to resolve differences are accepted

9. Formal-accepted instrumental A member’s efforts to set formal group to accomplish its task are accepted

10.Formal-assigned integrative A principal brings a new staff into a working-group relationship11.Formal-assigned maintaining A supervisor resolves differences among his work group12.Formal-assigned instrumental A chief school officer brings about better teaching in his schools

Leadership’s Crucial Task: Creating a Wholesome Unity of Organizational and Personal Interests

• Leadership is not a matter of passive status, or of the possession of some combination of traits; it is a working relationship among members of a group, in which the leader acquires status through active participation and demonstration of his capacity for carrying cooperative tasks through to completion (Stogdill, 1948).

• Leadership is a function which is required when individuals are coordinating their efforts toward a common goal (Jackson, 1953).

• Leadership Behavior is a fluid sort of function which flows through the group, assuming different forms for different tasks (Gibson and Hunt, 1965)

Leadership’s Crucial Task: Creating a Wholesome Unity of Organizational and Personal Interests

Identification Marks of a Great Leader of Industry (Stryker,

1959):• He has an innate propensity for

change and innovation • He manages to change men’s

beliefs, attitudes, and behaviour with benefit to many people

Autocratic and Psychological Modes of Management by Bellows (1954):

PSYCHOLOGICAL AUTOCRATICMaking Decisions

Group discussion of problems Absence of participation by groupDecisions made by group concurrence Degree of concurrence unknown and

disregardedDecision-making recognized as a

training problemDecision-making regarded as a

prerogative of managementFeelings of group members recognized

and analyzedFeelings of group members unknown and

disregardedSocial climate recognized and analyzed Social climate disregarded

Communicating DecisionsParticipation and mutual understanding

necessaryOrders by fiat; understanding not

necessaryWorkers discuss with supervisors and

among themselvesBoss arbitrary tells workers

PSYCHOLOGICAL AUTOCRATICControl

Psychological Logical;legalStaff organizational emphasized Line organizational stressed

Social pressure Supervisory pressureCommon goals Diverse goals

Training and counseling Discipline; enforcementNondirective Directive

Problem solution Shift from one problem to otherRole of Supervisor

Employee oriented Production and company orientedMember of “in” group Member of “out” group

Leader who has leader skills DictatorGroup discussion moderator Boss

Morale survey analyst AuthorityExpert Commander

Counselor Director

Autocratic and Psychological Modes of Management by Bellows (1954):

He is supportive, friendly, and helpful rather than hostile.

Help subordinates to be promoted by training them for jobs at the next level.

He is just, if not generous

Shows confidence in the integrity, ability, and motivations of subordinates rather than suspicion and distrust.

Kind but firm, never threatening, genuinely interested in the well-being of subordinates and endeavors to treat people in a sensitive, considerate way.

Serve the best interest of his employees as well as of the company

He sees that each subordinate is well trained for his particular job.

Characteristics of superiors who develop favourable attitudes among the personnel with whom they are associated (Likert, 1961):

IMPLICATIONS FOR THE SCHOOL MANAGER

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Coaches and assists employees whose performance is below standard8

• Leadership should improve group effectivenessThe curriculum leader can upgrade

problem-solving processes by raising the quality of discussion, helping the group to establish efficient operating procedures, facilitating the sharing of leadership, and accelerating the group toward the maximum realization of its own potential.

LEADERSHIP AND CURRICULUM DEVELOPMENT

• Leadership should improve communication among curriculum workers

Effective communication can facilitate curriculum improvement, and poor communication can block growth.

Curriculum leadership should facilitate the clear definition of avenues of communication so that ideas, information, and even grievances may be seen, examined and acted upon.


• Leadership should furnish needed expertise and coordination

The very nature of curriculum improvement suggests a continuing need for certain competencies and insights which the groups may or may not be able to furnish from within their own membership.

The use of consultants should be explored so that expertness which cannot be readily developed within the group can be secured when required.


• Leadership is needed for releasing the potentialities of individuals and groups

The leader must find means to motivate and inspire individuals to acquire and use skills, reduce psychological tensions and barriers by building trust and confidence, stimulate creativity, and provide opportunities for exercising leadership and asssuming responsibility.


Types of Leadership

Leadership is associated with and expected from the person who occupies a certain position

Status Leadership

Leadership emerges in relation to particular problems

Emergent Leadership

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CURRENT THINKING ON LEADERSHIP

Styles of Leadership

CURRENT THINKING ON LEADERSHIP

emphasis on ideas, goals, and plans of individuals in the organization

IdiographicNomothetic

aware of both nomothetic and idiographic dimensions of organization and integrates them; it continually analyses the situation in relation to both individual and organizational needs and purposes

Transactional

emphasizes organizational goals at the expense of individual needs and motivation

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1. The Leader’s Personality, Past Experiences, and Expectations

Managers develop the leadership style with which they are most comfortable

Managers learn that some styles work better for them than others; if a style proves inappropriate, they can alter it

Manager's expectations of what style would be necessary to get subordinates to work effectively led to their choice of style.

FACTORS IN LEADERSHIP EFFECTIVENESS:

2. The Expectations and Behavior of Superiors Superiors have the power to dispense

organizational rewards, such as bonuses and promotions; hence, they clearly will affect the behavior of lower-level managers.

Lower-level managers tend to naturally model themselves after their superiors


3. Subordinates’ Characteristics, Expectations, and Behavior

Characteristics: Highly capable employees will require a less directive approach

Attitudes: Some types of employees (such as military police) may prefer an authoritarian leader, while others (such as research scientists) may prefer to be given total responsibility for their own work

Expectations: Employees faced with new and challenging tasks may expect the manager’s directives and may be upset if they are not forthcoming


4. Task Requirements The nature of the subordinate’s task will also affect

the type of leadership style a manager will use. Where much cooperation and teamwork are

involved, employees generally prefer people-centered supervision, whereas those working in isolation (such as truck drivers) prefer task-oriented direction.


5. Organizational Culture and Policies For example: in organizations where climate and

policies encourage strict accountability for expenses and results, managers usually supervise and control subordinates closely.


6. Peer’s Expectations and Behavior For example: a manager who is comparatively

lenient may well become more autocratic if others comment negatively.


INGREDIENTS OF LEADERSHIP

The ability to comprehend that human beings have different motivation forces at different times and in different situations

The ability to use power effectively and in a responsible manner

The ability to inspire

The ability to act in a manner that will develop a climate conducive to responding to and arousing motivation

1. Supportive Leadership-behavior gives consideration to the needs

of subordinates, shows a concern for their well-being, and creates a pleasant organizational climate. It has the greatest impact on subordinates’ performance when they are frustrated and dissatisfied.

THE PATH-GOAL APPROACH TO LEADERSHIP EFFECTIVENESS

Leadership Behaviors::

2. Participative Leadership-allows subordinates to influence the

decisions of their superiors and can result in increased motivation.



3. Instrumental Leadership-gives subordinates rather specific guidance

and clarifies what is expected of them; this includes aspects of planning, organizing, coordinating, and controlling by the leader.



4. Achievement-oriented Leadership -involves setting challenging goals, seeking

improvement of performance, and having confidence that subordinates will achieve high goals.




Major Principles or Guides of Leading:

1. Principle of harmony of objectives The more managers can harmonize the personal

goals of individuals with the goals of the enterprise, the more effective and efficient the enterprise will be.

2. Principle of motivation Since motivation is not a simple cause and effect

matter, the more managers carefully assess a reward structure, look upon it from a situation and contingency point of view, and integrate it into the entire system of managing, the more effective a motivational program will be.



3. Principle of leadership Since people tend to follow those who, in their

view, offer them a means of satisfying their personal goals, the more managers understand what motivates their subordinates and how these motivators operate, and the more they reflect their understanding in carrying out their management actions, the more effective they are likely to be as leaders.

4. Principle of communication clarity Communication tends to be more effective when

managers utilize the informal organization to supplement the communication channels of the formal organization.



5. Principle of communication integrity The greater the integrity and consistency of

written, oral, and nonverbal messages, as well as of the moral behavior of the sender, the greater the acceptance of the message by the receiver.

6. Principle of supplemental use of informal organization Communication tends to be clear when it is

expressed in a language and transmitted in a way that can be understood by the receiver.

THANK YOU!

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Leadership (Directing)

Education

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